The Learning Plan & Evaluation was completed at the start of the DEx in order to create learning objectives that were measurable and reflected the anticipated learning outcomes of the project. These objectives were reviewed by the student, the faculty mentor, the site mentor, and the DEx coordinator at midterm and at the final. These objectives had to be met upon completion of the DEx, and evidence of their fulfillment can be found via the texts, documents, resources, and products throughout this ePortfolio.

On this page, you will find a copy of my Learning Plan & Evaluation at midterm and at the final. Additionally, you will find a copy of my DEx Final Approval form. This document verifies that my DEx project has been completed, reviewed, and that grades may be submitted. The DEx Final Approval form is signed by the site mentor and the DEx Coordinator upon full completion of the DEx. Furthermore, you will also be able to view my learning objectives at a glance.

Learning Objectives

1. Documentation of program service delivery and relating experiences--including the development of a needs assessment for manual therapists at a consulting site(s) and using said assessment as the foundation for planning a successful Doctoral Experiential Project. Additional evidence and documentation will include feedback from program participants that indicates the impact of the project, and what tools and equipment they found most beneficial.

2. Develop and implement an Instrument-Assisted Soft Tissue Mobilization Tools and Equipment protocol and program within the consulting site(s) and that can be used in conjunction with other preventative programs to address workplace pain and injury. This includes advocating for the role of occupational therapy and the needs of this at-risk population.

3. Demonstrated proficiency with the use of personal computers, health and learning platforms, electronic records and assistive technology sufficient to fully document the Doctoral Experiential Project for WNE as well as for members of consulting site(s) being served by the project.

4. Produce educational resources for manual therapy students and facilities that staff manual therapists, which can further be utilized to develop a CEU course, and/or prepare a research article to be submitted to a journal by the end of 14 weeks.

5. Document the ability to work with others to identify meaningful objectives, organize, manage, and motivate people and resources, communicate effectively, and oversee action to accomplish stated program or service goals.

6. Through both clinical and reflective writing, be able to articulate the therapeutic/clinical reasoning (procedural, interactive, narrative, ethical, scientific, pragmatic) process that I use during planning, delivery, and evaluation of population-based and evidence-driven occupational therapy services. Demonstrate the ability to implement, in existing programs, and plan for in developing programs, an occupational therapy process that is occupation-based, client-centered, culturally sensitive, and ethically appropriate.

7. Document my experience in collaboration for program or service delivery with professionals and/or members of consumer groups who are not occupational therapists. This includes being able to negotiate the role of occupational therapy as part of an interprofessional team.

8. Recognize and be able to describe the diverse systems of service delivery that are most cost-effective and considerate for health, social, and educational settings, both traditional and nontraditional. Through both clinical and reflective writing, be able to articulate a sensitivity to cultural, linguistic, and other diversities and describe solutions for care disparities.

9. Document an experiential and scholarly project that reflects the literature in the field and uses responsive, ethical methods. The scholarly process and results should be made accessible to the college and the community, especially to the population served by the project. A report of the project, presented in a professional format that others can replicate or build upon, will be evidence of accomplishment.

10. Through both clinical and reflective writing, be able to articulate a clear awareness of my own personal and professional strengths and boundaries and identify supports and strategies for goal achievement.